Develop standardised validated content-assessment tools and theory-based guidelines for TST video creators¶

Strategy · All strategies
Evidence · 4 claims (4 for) · 1 study (1 review), q2 · 0 of 1 report an effect size · 4 claims rest on one study

Description¶

The review recommends two complementary actions: developing a standardised, validated, easy-to-use tool that assesses the content of TST videos so learners can critically evaluate educational quality, and creating guidelines based on sound teaching theory and practice to assist video creators. The article states "The development of a standardised and validated assessment tool, that is easy to use and assesses the content of TST videos is required to support learners". It also suggests domain-based ranking of trusted sources and inbuilt educational filters to improve identification of suitable videos.

Design Implications¶

Context¶

Requirements¶

• Existing generic website-quality tools do not assess video content in sufficient detail for skill-acquisition suitability

Constraints¶

• The review's own scoring tool was subjective and unvalidated, motivating the call for a validated instrument

Target Learners¶

• neurological physiotherapists
• physiotherapy students

Target Learning Goals¶

• sourcing and evaluating high-quality videos for TST skill acquisition

Claims¶

• Only a tiny fraction of freely available online videos on task-specific training meet criteria for teaching TST skill acquisition to neurological physiotherapists and students [+W]
• Included TST videos scored 6–9/12 for suitability, with only one video containing all six key TST components and none demonstrating and instructing every component [+W]
• Videos sourced from educational institutions or private clinics were more suitable to guide TST skill acquisition, supporting uploading source as a quality indicator [+W]
• Feedback is the TST component most frequently omitted from freely available online videos, with no video demonstrating feedback provision [+W]

Related Strategies¶

• Apply seventeen evidence-based design guidelines when developing formative assessment with analytic rubrics for complex skills
• Six practical design guidelines for building a Video Enhanced Rubric
• Prioritise adequately powered multicentre comparative studies linked to objective metrics and clinical correlation, and develop standardised competency assessment frameworks
• Future simulation research should use rigorous designs, standardized tools, and transparent reporting

Examples¶

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Key Sources¶

• Towersey Nicola C.M., Sasse Kelvin, Stavric Verna, Alder Gemma, Saywell Nicola L. (2024). Freely available, online videos to support neurological physiotherapists and students in task-specific training skill acquisition: a scoping review. BMC Medical Education. https://doi.org/10.1186/s12909-024-05545-5